Day 1: What Is Scarcity? Script

Introduction to Scarcity (5 minutes)

"Good morning, everyone! Today, we're going to learn about a really important word in social studies: scarcity. Has anyone ever heard that word before? What do you think it might mean?"
(Pause for student responses, validate their ideas.)

"Scarcity means that there isn't enough of something for everyone who wants it. It means resources are limited. Can you say 'limited' with me? Limited! Great! Think about it like this: if we only have five cookies, but ten of us want a cookie, those cookies are limited, right? So, we have a scarcity of cookies."

Discussion on Resources (10 minutes)

"Let's think about things we use every day. What are some things you use at school?"
(Guide students to mention things like pencils, paper, crayons, books, playtime, computers.)

"Great ideas! Now, do you think we have an endless supply of pencils? Or paper? What happens when we run out? We have to get more, don't we? That's because pencils and paper are limited resources. Even things like water, or clean air, or even playtime at recess can be limited."

"Why do you think it's important to know that some things are limited? What happens if we use up all of something without thinking about it?"
(Encourage students to share their thoughts on conservation, sharing, and making choices.)

"Exactly! Because things are scarce, or limited, we have to make choices about how we use them. This is a very important idea in social studies and economics."

Scarcity Worksheet Activity (10 minutes)

"Now, you're going to show me what you've learned about scarcity. I'm going to hand out a Day 1: Scarcity Worksheet. On this worksheet, I want you to draw or write about something that you think is scarce or limited. It could be something in your classroom, at home, or even something in nature. Then, think about what choice people might have to make because that thing is scarce."

"For example, if you draw a small pie but lots of people want a slice, you might have to choose to share smaller slices, or some people might not get any. That's a choice made because of scarcity."

"I'll walk around to help you with your ideas. Remember, scarcity means there isn't enough for everyone, and it makes us make choices!"

Day 1: Scarcity Worksheet

Name: _____________________________

What is Scarcity?

Scarcity means there isn't enough of something for everyone who wants it. When something is scarce, we have to make choices.

Draw or write about something that is scarce or limited.

What choice might people have to make because of this scarcity?

Day 2: Needs vs. Wants Script

Introduce Needs and Wants (5 minutes)

"Hello, economic thinkers! Yesterday, we learned about scarcity, which means not having enough of something for everyone. Today, we're going to think about the choices we make because of scarcity, specifically between needs and wants."

"Look at our Day 2: Needs vs. Wants Slide Deck! First, let's talk about needs. What do you think a need is?"
(Pause for responses, guide them to understand that needs are things essential for survival and well-being.)

"That's right! Needs are things we must have to live and be healthy. Think about food, water, a place to live, and clothes to wear. We can't live without these, can we?"

"Now, what about wants? What do you think a want is?"
(Pause for responses, guide them to understand that wants are non-essential desires.)

"Exactly! Wants are things we would like to have. They are nice, fun, or make life more enjoyable, but we don't need them to live. Like a new toy, a big ice cream cone, or a video game. Are these things necessary for you to live? No, but they are certainly fun!"

Classifying Activity (10 minutes)

"Let's play a quick game. I'm going to say some things, and I want you to tell me if you think it's a need or a want. Give me a thumbs up for a need, and a thumbs down for a want!"

• "A warm coat in winter." (Need)
• "A brand new spaceship toy." (Want)
• "Water to drink." (Need)
• "A big piece of cake." (Want)
• "A house to live in." (Need)
• "A video game console." (Want)

"Great job! You're really getting the hang of it. Why is it important to know the difference between needs and wants? Think back to scarcity. If we don't have enough money or resources for everything, what do we usually choose first?"
(Discuss that needs are prioritized when resources are limited.)

Needs vs. Wants Worksheet (10 minutes)

"Now, I have a Day 2: Needs vs. Wants Worksheet for you. On this worksheet, you will draw or write two things that are needs and two things that are wants. Then, I want you to think about a time you had to make a choice between something you needed and something you wanted because you couldn't have both. Or, perhaps, a choice between two wants because resources were limited. Write or draw about that choice."

"Remember, needs keep us healthy and alive, and wants are fun extras! Off you go!"

Day 2: Needs vs. Wants Worksheet

Name: _____________________________

Needs and Wants

Needs are things you must have to live.

Wants are things you would like to have.

Draw or write two things that are NEEDS.

Draw or write two things that are WANTS.

Tell about a choice you had to make because of scarcity (not enough of something).

What did you choose? Why?

Day 3: Producers & Consumers Script

Introduce Producers and Consumers (7 minutes)

"Good morning, everyone! Yesterday we talked about needs and wants. Today, we're going to meet the people involved in getting us all those things! We're talking about producers and consumers."

"Look at our Day 3: Producers & Consumers Slide Deck. First, let's learn about a producer. Can everyone say 'producer'? A producer is someone who makes something or grows something. They also provide a service, which means they do something helpful for others."

"For example, a baker who makes delicious bread is a producer. A farmer who grows yummy apples is a producer. A doctor who helps you when you're sick is also a producer because they provide a service. Can you think of any other producers you know?" (Pause for student responses, give hints if needed like construction workers, artists, teachers).

"Now, let's talk about a consumer. Can everyone say 'consumer'? A consumer is someone who buys or uses the goods and services that producers make. That's all of us! When your parents buy groceries, they are consumers. When you play with a toy, you are consuming that toy. When you get a haircut, you are consuming the service of the barber or hairstylist. Who here is a consumer? (Everyone should raise their hand!)"

Role-Playing Activity (8 minutes)

"Let's do a fun role-playing activity! I'm going to name a good or service, and I want you to act out whether you are the producer (making/providing) or the consumer (using/buying)."

• Scenario 1: A brand new crayon. (Students can pretend to draw for producer, or hold it like they're coloring for consumer).

  • "Who is the producer here? What are they doing?" (Making the crayon in a factory)
  • "Who is the consumer? What are they doing?" (Using the crayon to draw)

• Scenario 2: Getting your teeth cleaned at the dentist. (Students can pretend to brush teeth for producer, or open mouth for consumer).

  • "Who is the producer? What service are they providing?" (The dentist cleaning teeth)
  • "Who is the consumer? What are they receiving?" (The patient getting their teeth cleaned)

• Scenario 3: Eating a delicious sandwich. (Students can pretend to make sandwich for producer, or eat for consumer).

  • "Who is the producer?" (The person who made the sandwich, maybe a chef or a parent)
  • "Who is the consumer?" (The person eating the sandwich)

"Wonderful job! It's clear that we all play both roles sometimes! A farmer grows apples (producer) and then eats an apple for lunch (consumer)!"

Producers & Consumers Worksheet (10 minutes)

"Now, on your Day 3: Producers & Consumers Worksheet, you'll see some pictures or scenarios. Your job is to decide if the person in the picture is a producer or a consumer, or maybe even both! Draw a circle around 'Producer' or 'Consumer' for each one. Then, think about some producers and consumers you know in our community and draw or write about them."

"Remember, producers make and provide, and consumers use and buy!"

Day 3: Producers & Consumers Worksheet

Name: _____________________________

Who Is It?

A producer makes or provides.
A consumer uses or buys.

Look at each picture/scenario and circle if the person is a Producer or a Consumer.

1. A baker making bread.
   Producer / Consumer
   
   
   

2. A child eating an apple.
   Producer / Consumer
   
   
   

3. A doctor helping a patient.
   Producer / Consumer
   
   
   

4. Someone buying new shoes.
   Producer / Consumer
   
   
   

Draw or write about a producer in your community.

Draw or write about a consumer in your community.

Day 4: Introduction to Supply Script

Introduce Supply (7 minutes)

"Good morning, everyone! So far, we've talked about scarcity – not having enough – and needs and wants, and even producers and consumers. Today, we're going to learn about a word that helps us think about how much of something there is. That word is supply."

"Look at our Day 4: Introduction to Supply Slide Deck. Can everyone say 'supply'? Supply! Great! Supply is simply the amount of a good or service that is available. It tells us how much of something we have."

"Let me show you. (Hold up 5 pencils). What is the supply of pencils I have right now? That's right, 5 pencils. (Hold up 1 apple). What is the supply of apples I have right now? Just 1. So, the supply of pencils is bigger than the supply of apples, right?"

"We can have a big supply if there's lots of something, or a small supply if there's not much of something. This is a very important idea when we think about what people can get and use."

Classroom Supply Count (8 minutes)

"Let's do a quick supply count in our classroom! We'll look for a few things and count their supply. I need some good counters for this!"

• "What is the supply of staplers in our classroom? (Point to 1-2 staplers). Is that a big supply or a small supply?" (Small)
• "What about the supply of chairs? (Have students quickly count chairs they can see). Is that a big supply or a small supply?" (Big)
• "What is the supply of blue markers in our marker bin? (Have a student check). Big or small?"

"Good job! So, the supply can change depending on what item we are looking at. Why do you think it's important to know the supply of things? What if there's a big supply of something? What if there's a small supply?" (Discuss how it might affect if we can get it or if it's easy to find).

Supply Worksheet Activity (10 minutes)

"Now it's time for your Day 4: Supply Worksheet! On this worksheet, you will draw or write about some items and tell me what their supply is. You'll also decide if the supply is big or small."

"Remember, supply is all about how much of something is available! Think about items in our classroom or at home."

Day 4: Supply Worksheet

Name: _____________________________

How Much Is There?

Supply is how much of something is available.

Look around your classroom or think about your home. Draw or write about an item and its supply.

1. Item: _________________________
   How many are there (supply)? _________________________
   Is it a Big Supply or a Small Supply? (Circle one)
   
   
   
   
   
   

2. Item: _________________________
   How many are there (supply)? _________________________
   Is it a Big Supply or a Small Supply? (Circle one)
   
   
   
   
   
   

3. Item: _________________________
   How many are there (supply)? _________________________
   Is it a Big Supply or a Small Supply? (Circle one)
   
   
   
   
   
   

Day 5: Introduction to Demand Script

Introduce Demand (7 minutes)

"Good morning, future economists! Yesterday, we learned about supply, which is how much of something is available. Today, we're going to talk about the other very important side of the coin: demand."

"Look at our Day 5: Introduction to Demand Slide Deck. Can everyone say 'demand'? Demand! Great! Demand is the amount of a good or service that people want or are willing to buy. It tells us how much people want something."

"Think about your favorite toy. If lots and lots of kids want that same toy, then there is a big demand for that toy, right? If only a few kids want to play with a specific game, then there is a small demand for that game."

"This is really important because it tells producers what to make! If lots of people want something, producers will try to make more of it!"

Classroom Demand Poll (8 minutes)

"Let's do a quick 'demand poll' in our classroom! I'm going to ask some questions, and I want you to raise your hand if you want that thing or want to do that activity. The more hands, the bigger the demand!"

• "Who would like to play outside right now?" (Count hands, discuss if it's big or small demand for outside play).
• "Who would like to have an extra snack right now?" (Count hands, discuss demand for snack).
• "Who would like to read a book quietly?" (Count hands, discuss demand for reading).

"Wow! You can see how the demand changes for different things. Why do you think some things have a big demand and some have a small demand?" (Encourage discussion about preferences, needs, and wants).

Demand Worksheet Activity (10 minutes)

"Excellent participation! Now, you're going to work on your Day 5: Demand Worksheet. On this worksheet, you will draw or write about some items and tell me how much people want them. You'll also decide if there is a big demand or a small demand for that item."

"Remember, demand is all about how much people want something!"

Day 5: Demand Worksheet

Name: _____________________________

How Much Do We Want?

Demand is how much people want something.

Think about different things. Draw or write about an item and how much people want it.

1. Item: _________________________
   Do lots of people want it (Big Demand) or only a few (Small Demand)? _________________________
   
   
   
   
   
   

2. Item: _________________________
   Do lots of people want it (Big Demand) or only a few (Small Demand)? _________________________
   
   
   
   
   
   

3. Item: _________________________
   Do lots of people want it (Big Demand) or only a few (Small Demand)? _________________________
   
   
   
   
   
   

Day 6: Supply & Demand Balance Script

Review Supply and Demand (5 minutes)

"Good morning, everyone! We've learned about two super important words this week: supply and demand. Who can remind us what supply means?"
(Wait for responses. Guide them to: "how much of something there is.")

"Excellent! And what about demand?"
(Wait for responses. Guide them to: "how much people want something.")

"You got it! Today, we're going to put these two ideas together to see how they work like a balancing act! Look at our Day 6: Supply & Demand Balance Slide Deck as we think about this."

Supply and Demand Scenarios (10 minutes)

"Let's imagine some situations together. I want you to think about what happens when supply and demand meet."

Scenario 1: Small Supply, Big Demand
"Imagine it's a hot, sunny day, and everyone wants an ice cream cone! (Hold up one finger for ice cream cone, then spread hands wide for 'everyone'). But, the ice cream truck only has two ice cream cones left. That's a small supply, right? And lots and lots of kids want one, so that's big demand!"
"What do you think happens? Is it easy or hard to get an ice cream cone? Will everyone who wants one get one? Why or why not?"
(Lead discussion: It's hard, not everyone will get one because there aren't enough. Choices must be made.)

Scenario 2: Big Supply, Small Demand
"Now, imagine it's a very cold, rainy day. (Shiver and hug yourself). The store has a hundred big, fluffy blankets on the shelves. That's a big supply! But, because it's so cold and everyone already has their own blankets, only a few people really want a new one. That's small demand!"
"What do you think happens? Is it easy or hard to get a blanket? Will lots of people get one if they want it? Why or why not?"
(Lead discussion: It's easy, lots of blankets are left because not many people want them.)

"Great thinking, everyone! So, when there's a small supply and big demand, it's usually hard to get something. But when there's a big supply and small demand, it's usually easier! This is how supply and demand affect the choices people make, and what producers decide to make."

Supply & Demand Balance Worksheet (10 minutes)

"Now, you're going to get a Day 6: Supply & Demand Balance Worksheet. On this worksheet, you'll see different pictures. I want you to look at the supply and the demand for each item. Then, tell me if it will be Easy or Hard to get that item. Think carefully about what we just discussed!"

Day 6: Supply & Demand Balance Worksheet

Name: _____________________________

Supply and Demand Together!

Supply is how much there is. Demand is how much people want it.

Look at each picture and decide if it will be Easy or Hard to get the item.

1. Picture: 5 apples available (small supply), 10 kids want apples (big demand).
   Is it Easy or Hard to get an apple? (Circle one)
   
   
   
   
   
   

2. Picture: 15 books available (big supply), 3 kids want a book (small demand).
   Is it Easy or Hard to get a book? (Circle one)
   
   
   
   
   
   

3. Picture: 1 new video game (small supply), 8 kids want the video game (big demand).
   Is it Easy or Hard to get the video game? (Circle one)
   
   
   
   
   
   

4. Picture: Lots of sunny days (big supply), many kids want to play outside (big demand).
   Is it Easy or Hard to play outside? (Circle one)
   
   
   
   
   
   

Day 7: Price Tag Decisions! Script

Review Supply, Demand, and Availability (5 minutes)

"Good morning, brilliant economists! Yesterday, we learned how supply (how much there is) and demand (how much people want) work together to make things easy or hard to get. Can you give me a quick example of when something might be hard to get because of supply and demand?"
(Pause for responses, guide them to examples of small supply/big demand.)

"Excellent! Today, we're going to see how this balancing act of supply and demand helps us make choices, especially about buying things! Look at our Day 7: Price Tag Decisions! Slide Deck."

Hypothetical Price Scenarios (10 minutes)

"Let's think about some fun things we might want to buy. Imagine you have some money to spend."

Scenario 1: High Demand, Low Supply (Higher Cost)
"Imagine a brand new toy just came out! It's called the 'Super Speedy Car' and everyone in first grade wants one! (Show a picture of a popular toy, or mime excitement). That sounds like BIG demand, right? But, the toy store only got one Super Speedy Car in their shipment. That's a SMALL supply!"
"When something is super popular and there's only a little bit of it, what do you think happens to its 'price'? Do you think it would be cheap or cost more money? Why?"
(Lead discussion: It would cost more because so many people want it, and there's not enough for everyone. The store knows people really want it, so they can charge more. People might even choose to save up more money or decide not to buy it if it's too expensive.)

Scenario 2: Low Demand, High Supply (Lower Cost)
"Now, imagine the toy store also has a giant shelf full of plain, grey blocks. (Show a picture of generic blocks). They have a BIG supply of these blocks. But, not many kids are asking for plain grey blocks; they mostly want the Super Speedy Car. So, there's SMALL demand for the grey blocks!"
"What do you think happens to the 'price' of the plain grey blocks? Do you think they would be cheap or cost more money? Why?"
(Lead discussion: They would be cheaper, or maybe even go on sale! The store wants people to buy them, so they might lower the price. People might choose to buy them because they are a good deal.)

"See? Supply and demand help us understand why some things cost more and some things cost less. And this helps us make choices! Do we want to spend a lot of money on something everyone wants, or save money and buy something cheaper?"

Price Tag Decisions! Worksheet (10 minutes)

"Alright, you are ready for your Day 7: Price Tag Decisions! Worksheet! On this worksheet, you'll see some situations with supply and demand. You need to think about if the item would cost more or less and what choices people might make because of it."

"Remember, lots of people wanting a little bit of something can make it cost more, and not many people wanting a lot of something can make it cost less!"

Day 7: Price Tag Decisions! Worksheet

Name: _____________________________

Making Choices with Supply and Demand!

When lots of people want something (Big Demand) and there isn't much of it (Small Supply), it might cost MORE.

When not many people want something (Small Demand) and there's a lot of it (Big Supply), it might cost LESS.

Read each situation and answer the questions.

1. Scenario: The new "Super Speedy Car" toy is very popular! (Big Demand)
   The store only has 1 "Super Speedy Car" left. (Small Supply)

   • Will the "Super Speedy Car" cost MORE or LESS money? (Circle one)
     
     
     
     
   • What choice might people make? (Draw or write)
     
     
     
     
     
     

2. Scenario: The store has many boxes of plain pencils. (Big Supply)
   Only a few kids need new pencils. (Small Demand)

   • Will the plain pencils cost MORE or LESS money? (Circle one)
     
     
     
     
   • What choice might people make? (Draw or write)
     
     
     
     
     
     

3. Scenario: It's a very hot day, and everyone wants ice cream! (Big Demand)
   The ice cream truck only has a few ice cream cones left. (Small Supply)

   • Will the ice cream cones cost MORE or LESS money? (Circle one)
     
     
     
     
   • What choice might people make? (Draw or write)
     
     
     
     
     
     

Day 8: Why Do We Trade? Script

Introduce Trade (7 minutes)

"Good morning, everyone! We've talked about what we have (supply) and what we want (demand). Today, we're going to learn about a really cool way people get the things they want: trading!"

"Look at our Day 8: Why Do We Trade? Slide Deck. Can everyone say 'trade'? Trade! Great! Trade means to exchange one thing for another. It's like swapping!"

"Imagine you have a shiny red ball, but you really, really want a cool blue race car. And your friend has a blue race car, but they really, really want a shiny red ball! What could you do?" (Wait for responses, guide them to 'trade' or 'swap'.)

"Exactly! You could trade! Then you both get something you want more. We trade because we can't make everything ourselves, and sometimes someone else has exactly what we want, and we have something they want!"

Simulated Trades & Discussion (8 minutes)

"I have some items here. (Show the colorful marker, small eraser, sticker). Let's pretend for a moment. If I have this colorful marker, but I really, really want this cool sticker, what could I do?" (Lead to trading the marker for the sticker).

"Now, let's think about you! Who has something they don't really need right now, but maybe another friend might want? And who wants something that someone else has?"

(Facilitate a few hypothetical trades. No actual exchanges are needed, just discussion.)

• "Sarah, you have a pretend apple, and Tom, you have a pretend banana. Sarah, you said you like bananas more. Tom, you said you like apples more. So, if you traded, would both of you be happy? Why?" (Because they each got what they wanted more.)
• "Leo, you drew a great picture yesterday (producer!), but you really need a new pencil (consumer!). Maya, you have an extra pencil you don't need, but you'd love a nice drawing. How could you two trade?" (Discuss how Maya could give Leo a pencil for a drawing.)

"Awesome! We trade because it helps us all get what we need and want. It makes both people happy when they get something they value more than what they gave up."

Why Trade Worksheet Activity (10 minutes)

"You're doing a fantastic job understanding trade! Now, you're going to get your Day 8: Why Do We Trade? Worksheet. On this worksheet, you'll draw or write about a simple trade. Then, I want you to explain why those people decided to trade."

"Remember, trading helps us get things we want or need from others!"

Day 8: Why Do We Trade? Worksheet

Name: _____________________________

Let's Trade!

Trade means to exchange one thing for another. We trade to get things we want or need.

Draw or write about a trade between two people.

What did Person 1 have? What did Person 2 have? What did they trade?

Why did these two people decide to trade?

Day 9: Trading Far and Wide! Script

Review Trade & Introduce Community/Country Trade (7 minutes)

"Good morning, adventurers! Yesterday, we learned about how we can trade things with each other to get what we want or need. Today, we're going on a bigger journey! We're going to learn that not just people, but whole communities and even countries trade with each other!"

"Look at our Day 9: Trading Far and Wide! Slide Deck. Remember how we talked about how different people are good at making different things? Well, different places are also good at making or growing different things!"

"(Point to a map of the world or your country/state). Look at our map. Some places have lots of sun, so they can grow delicious fruits like bananas! (Point to a tropical region). Other places have lots of trees, so they are good at making things out of wood! (Point to a forested area). And some places have lots of factories where they build amazing cars or toys!"

"So, why would a place that grows lots of bananas want to trade with a place that builds lots of cars?"

Why Places Trade Discussion (8 minutes)

"Why do you think our state or our country might trade with another state or another country?"
(Guide discussion, prompt with questions like:)

• "Can we grow bananas right here where we live? Probably not easily, right? It's too cold sometimes!"
• "So, if we want bananas, how do we get them? We trade with a country that can grow them!"
• "And maybe that country needs something we make a lot of, like certain machines or technology, so we trade!"

"It's all about getting things we don't have, or things that another place can make better or faster. This helps everyone get what they need and want! Think about your morning cereal. The milk might come from a farm nearby, but the sugar might come from far away! The bowl might have been made in a different factory, maybe even in another country!"

"We rely on other places for many of the things we use every single day. This is called interdependence - we depend on each other!"

Trading Far and Wide! Worksheet (10 minutes)

"You're doing a super job understanding how big our trading world is! Now, it's time for your Day 9: Trading Far and Wide! Worksheet. On this worksheet, you'll draw or write about a good that comes from far away. Then, I want you to explain why we trade for that good instead of making it ourselves."

"Remember, trade helps us get things we need and want from all over the world!"

Day 9: Trading Far and Wide! Worksheet

Name: _____________________________

Goods From Other Places!

Communities and countries trade to get things they need or want that they don't have.

Draw or write about something you use that you think came from far away (another state or country).

What is it? Where do you think it came from?

Why do we trade for this item instead of making it ourselves?

Day 10: Heroes of Change! Script

Introduce Historical Figures (7 minutes)

"Good morning, history explorers! We've learned about how we get things we need and want, and how people trade. Today, we're going to start learning about something really exciting: how people, just like us, have made amazing changes in the world!"

"Look at our Day 10: Heroes of Change! Slide Deck. Have you ever heard of a hero who didn't wear a cape, but still made things better? Today we're going to talk about people from history who were 'heroes of change' – people whose experiences and brave actions helped change communities and the world for the better."

"Let's learn about one very important hero: Martin Luther King Jr. (Show slide with MLK Jr.'s name/picture). Martin Luther King Jr. was a very brave man who lived a long time ago. He saw that some people were not treated fairly because of the color of their skin. He believed that everyone should be treated with kindness and respect, no matter what they look like."

"He didn't use fighting or anger. Instead, he used his words to teach people about fairness and love. He led marches and gave powerful speeches, telling everyone about his dream that people of all colors could live together peacefully."

Discuss Their Impact (8 minutes)

"Because of Martin Luther King Jr.'s brave work and the help of many others, our country started to change. Laws were made so that everyone had to be treated fairly, no matter their skin color. Children of all colors could go to the same schools, and people could sit wherever they wanted on buses or in restaurants."

"How do you think Martin Luther King Jr.'s actions changed things for people in his community and around the world?" (Prompt for ideas like: people were happier, people were treated better, things were fairer).

"Do you think it was easy for him to do this? Why or why not?" (Discuss courage and standing up for what's right).

"Martin Luther King Jr. showed us that one person with a big heart and a brave voice can make a huge difference! He helped make the world a much kinder and fairer place."

Heroes of Change! Worksheet (10 minutes)

"You've listened so well about Martin Luther King Jr. Now, on your Day 10: Heroes of Change! Worksheet, I want you to draw or write about Martin Luther King Jr. or another hero of change you might know. Draw what they did or what kind of change they helped bring. You can write a few words about why they were a hero."

"Remember, even small acts of kindness and standing up for fairness can start big changes!"

Day 10: Heroes of Change! Worksheet

Name: _____________________________

Heroes Who Made a Difference!

Some people in history did brave things to make our communities and the world better.

Draw or write about a hero from history (like Martin Luther King Jr.) and what good change they brought.

What was the big change this hero helped to make?

Day 11: Our Community's Story Script

Introduce Community Change (7 minutes)

"Good morning, community detectives! Yesterday, we learned about heroes like Martin Luther King Jr. who made big changes for many people. Today, we're going to be history detectives for our own community!"

"Look at our Day 11: Our Community's Story Slide Deck. Did you know that our town, our school, and even our very own neighborhood have changed a lot over time? Things don't look exactly the same as they did when your grandparents were little, or even when you were very, very small!"

"(Show an old photo of a local place). Look at this picture! This is a picture of (Name of local place, e.g., 'Main Street' or 'our school') a long, long time ago. What do you notice? What looks different in this picture compared to how it looks today? What looks the same?" (Encourage observations about buildings, roads, vehicles, people's clothes, fewer/more trees, etc.)

Discuss Local Changes & Reasons (8 minutes)

"(Now show the new photo of the same local place). And here is (Name of local place) today! Wow! What big changes do you see now? What stayed the same?"

"Why do you think these changes happened? Who made these changes?" (Guide students to understand that people in the community, over time, made decisions and worked to build, improve, or create new things.)

• "Maybe they built new roads because more cars were invented!"
• "Maybe they built a bigger school because more children needed to go to school!"
• "Maybe they added a park because people wanted a fun place to play!"

"These changes didn't just happen by magic. They happened because people had ideas, worked together, and wanted to make their community a better place to live and grow! Their experiences and dreams helped make our community what it is today."

Community Story Worksheet (10 minutes)

"You're all fantastic community historians! Now, you'll get your Day 11: Our Community's Story Worksheet. On this worksheet, I want you to draw or write about a change you have seen or learned about in our community. It could be something big or small! Then, draw or write about why you think that change happened or who might have helped make it happen."

"Think about how our community keeps changing because people keep working to make it even better!"

Day 11: Our Community's Story Worksheet

Name: _____________________________

My Changing Community!

Our community changes over time because people build new things and have new ideas.

Draw or write about a change you have seen in our community.

What used to be different? What is it like now?

Why do you think this change happened? Or who helped make this change?

Day 12: My Story, Your Story Script

Introduce Different Perspectives (7 minutes)

"Good morning, thoughtful thinkers! We've learned about people changing communities, and today we're going to think about something super important when we learn about history: how different people can see the same thing in different ways! We call these perspectives or points of view."

"Look at our Day 12: My Story, Your Story Slide Deck. Have you ever been playing a game, and something happened, and you felt one way, but your friend felt a different way about the same thing? That's a perspective!"

"Let's imagine a scenario. (Show slide with scenario). Liam was building a super tall, amazing block tower. He worked so hard on it! Then, Mia was walking by, and she accidentally bumped the table where the tower was, and CRASH! The tower fell all the way down!"

Discuss Different Feelings/Views (8 minutes)

"Let's think. How do you think Liam feels about his amazing tower falling down? What's his story about what happened?" (Guide students to express feelings like sad, angry, frustrated, disappointed. Emphasize that his feelings are real because he worked hard.)

"Now, what about Mia? How do you think she feels about the tower falling? What's her story? Remember, she accidentally bumped the table." (Guide students to express feelings like sorry, surprised, embarrassed, or maybe she didn't mean to. Emphasize that her feelings are also real.)

"So, we had one event: the tower falling. But Liam felt sad or angry, and Mia felt sorry or surprised. They both saw the same event, but they had different perspectives or points of view. It means they see or feel about something in their own unique way because of what happened to them."

"Why is it important to think about different people's points of view?" (Discuss how it helps us understand each other better, be kind, and understand that there's more than one side to a story).

My Story, Your Story Worksheet (10 minutes)

"You're doing an amazing job thinking about different perspectives! Now, you'll get your Day 12: My Story, Your Story Worksheet. On this worksheet, you'll see a simple picture or scenario. I want you to draw or write about how two different people in that scenario might feel or what their story might be. Think about their different points of view!"

"Remember, every story has many sides, and it's important to listen to them all!"

Day 12: My Story, Your Story Worksheet

Name: _____________________________

Seeing Things Differently!

People can have different perspectives or points of view about the same event.

Look at the picture/scenario: Two friends, Sarah and Ben, are playing with a ball. Sarah throws the ball very high, and it accidentally bounces over the fence into the neighbor's yard.

1. How might Sarah feel and what might she be thinking? (Draw or write her perspective)

2. How might Ben feel and what might he be thinking? (Draw or write his perspective)

Day 13: Clues From The Past! Script

Introduce Primary Sources (7 minutes)

"Good morning, history detectives! Yesterday, we talked about how different people can have different points of view about the same event. Today, we're going to learn about the actual clues we use to learn about the past! These clues are called sources."

"Look at our Day 13: Clues From The Past! Slide Deck. The first kind of clue is a primary source. Can everyone say 'primary source'? Primary means 'first,' so a primary source is like a first-hand clue."

"It's something that was made or written by someone who WAS THERE when something happened. Think of it like a detective finding a shoe print right at the scene of a mystery!"

"(Show a prepared example like a photo of a family event). Look at this photo from my family's birthday party. Was I there when this photo was taken? Yes! So this photo is a primary source because it shows what really happened right then and there. Other primary sources could be a letter someone wrote a long time ago, a diary entry, or a drawing someone made about something they saw."

Introduce Secondary Sources (7 minutes)

"Now, let's learn about the other kind of clue: a secondary source. Can everyone say 'secondary source'? Secondary means 'second,' so it's like a second-hand clue."

"A secondary source is something made or written by someone who WAS NOT THERE when the event happened, but they learned about it from primary sources or other people. Think of it like a detective reading a report about the shoe print, instead of seeing the shoe print themselves."

"(Show a prepared example like a children's history book). Look at this history book about dinosaurs. Was the person who wrote this book alive when dinosaurs were around? No! They learned about dinosaurs by studying bones (which are primary sources!) and other clues. So, this book is a secondary source. Other secondary sources could be a movie about a historical event, or even a story that someone tells you that they heard from someone else."

Source Sort Activity & Worksheet (11 minutes)

"Great job! Let's do a quick sort. I'm going to hold up some more clues, and I want you to tell me if you think it's a primary source (someone was there) or a secondary source (someone learned about it)."

• "A drawing you made about your favorite day last week." (Primary)
• "A story your grandma tells you about when she was a little girl." (Primary, her personal experience)
• "A movie about pirates." (Secondary)
• "A map made by explorers from a long time ago." (Primary)

"You're getting so good at this! Now, you'll get your Day 13: Clues From The Past! Worksheet. On this worksheet, you will draw or write your own examples of a primary source and a secondary source. Then, tell me in your own words what the big difference is between them."

"Remember, both types of clues help us understand history, but in different ways!"

Day 13: Clues From The Past! Worksheet

Name: _____________________________

History Detectives!

We use primary sources (first-hand clues) and secondary sources (second-hand clues) to learn about the past.

1. Draw or write about a Primary Source (something made by someone who WAS THERE).

What is it? Who made it?

2. Draw or write about a Secondary Source (something made by someone who WAS NOT THERE but learned about it).

What is it? Who made it?

3. In your own words, what is the biggest difference between a primary source and a secondary source?

Day 14: Many Sides to a Story Script

Review & Introduce Comparing Sources (5 minutes)

"Good morning, super history detectives! We've made it to our last lesson! You've learned about different perspectives, and you've learned about primary and secondary sources. Today, we're going to put it all together to see how looking at different sources helps us understand the many sides to a story from the past!"

"Remember, a primary source is like someone who was there, and a secondary source is like someone who learned about it. And everyone sees things a little differently! Look at our Day 14: Many Sides to a Story Slide Deck with me."

Compare Sources & Perspectives (10 minutes)

"Let's imagine a really fun event in our town: A brand new park just opened! Everyone is super excited, especially the kids!"

"Now, we have two clues, or sources, about this new park opening. Let's see what each one tells us."

(Show Slide: Clue 1: A Child's Journal Entry)
"Here's our first clue! This is a little girl named Lily, and this is from her diary. She wrote: 'Dear Diary, Today was the BEST day! The new park opened! I played on the swings forever and slid down the super-fast slide. I can't wait to go back!'"
"Is Lily's diary a primary source or a secondary source? Why?" (Primary, she was there and wrote about her own experience.)
"What does Lily's story tell us about the park? How does she feel?" (It tells us the park is fun, she loved the swings and slide, she's excited.)

(Show Slide: Clue 2: A Newspaper Article)
"Now, here's our second clue. This is from the town's newspaper, called The Town Gazette. It says: 'New Town Park Opens: After months of planning and building by community leaders, the new Willow Creek Park officially opened its gates yesterday. The park features new play structures and green spaces for all residents.'"
"Is this newspaper article a primary source or a secondary source? Why?" (Secondary, someone wrote it after learning the facts, probably not someone who was just playing on the swings.)
"What does the newspaper story tell us about the park? Is it the same as Lily's story?" (It tells us about the planning, who helped, what features the park has. It's more factual and less about feelings.)

"See? Both stories are about the new park opening, but they tell us different things! Lily's story tells us about the fun and excitement from a child's perspective. The newspaper story tells us about the facts and hard work from the community leaders' perspective."

"Why do you think it's good to read both Lily's diary and the newspaper article if we want to know everything about the new park?" (It gives us a more complete picture, we learn about the fun AND the work behind it.)

Many Sides to a Story Worksheet (10 minutes)

"Fantastic work comparing those clues! Now, you'll get your Day 14: Many Sides to a Story Worksheet. On this worksheet, you'll think about how different sources can show us different parts of the same event. You'll draw or write about what you learned from each kind of clue."

"Always remember, when we learn about history, there are always many sides to a story, and great historians look at all the clues!"

Day 14: Many Sides to a Story Worksheet

Name: _____________________________

Hearing All the Clues!

Primary and secondary sources can tell us different things about the same event. We learn more when we look at both!

Think about our New Park Story from today.

1. What did Lily's (Primary Source) story tell you about the New Park?

2. What did the Newspaper's (Secondary Source) story tell you about the New Park?

3. Why is it important to hear both Lily's story and the Newspaper's story to learn about the New Park?